So you have to write a proposal . . .

Welcome to Research!

Science Research WorkshopsJanuary 14, 2010

Prof. Penny HirschThe Writing Program

Northwestern University

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Writing isn’t usually a science student’s favorite activity . . .

You would rather be inthe lab . . .

www.flickr.com/photos/hermida/366713331/

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But scientists do a lot of writing!

• Lab reports

• Research reports

• Grant proposals

• Policies, procedures, protocols

• White papers

• Professional journal articles

• Textbooks

• Conference papers

• Speeches

• Articles for the popular press and company newsletters

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Today’s focus: to help you get started by thinking of writing as problem-solving

• Presentation topics– About me– What constitutes “good writing”?– Why you should follow a “writing process”

• Brief look at SRW tools for proposal writing

• Time to get started

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We want you to move from . . .

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www.flickr.com/search/?w=all&q=writer+at+work&m=text

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My experience: 30 years of communication teaching and consulting

• At Northwestern– Professor & Assoc. Director, Weinberg Writing Program

– Joint appointment in the McCormick School Faculty co-chair & a founder of Engineering Design and Communication

(EDC) Faculty Fellow in the Segal Design Institute Researcher in science and engineering writing pedagogy and assessment

– NCEER, VaNTH

• Principal in my own communication consulting firm– Communication Partners (www.communipartners.com)

Many scientists as clients – at Baxter Healthcare, Amgen, Rehabilitation Institute of Chicago

Familiar with many types of science writing:– policies & procedures, internal audits, progress reports, presentation

slide decks, etc.

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Why I believe you can write a good proposal

You’re smart & logical.

You’re writing about something you like.

Other people will help you!

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Writing isn’t just editing; it’s a complex way of thinking and communicating

PROPOSAL

If you can communicate clearly, that means you really know your

science!

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Experts approach writing as problem-solving, not rules

Novices (students) do too much “school” writing; they think too much about rules• What’s the “right” way to begin my proposal?• How long should my lit. review be?• Can I use personal pronouns?

Experts--practicing scientists--think about strategy• Purpose: Who do I have to convince & why?• Audience: - What questions will they have? - What evidence will they respect?• Genre: What format should I follow?

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Have a conceptual framework in mind when you write – like this “communication square”

audience

purpose

contentor message

persona or tone

PROPOSAL

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A framework can be adapted to different purposes and audiences

• People who have different ideas about “good writing”

• Why? Because they work in different discourse communities– Members share the same discipline, background, professional goals

– Good writing differs from field to field Science writing is different from journalism, literature, law

• “Good” is also defined by genre

– Type of writing: instructions v. proposal v. poem

– Readers in a specific field come to a document type with specific expectations

“Good writing” fulfills the expectations of peoplewithin a specific discourse community

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What will your readers want?

• Substantive content – clear purpose– knowledge of the field– Etc. -- (see the proposal template)

• Organization that makes key information easy to find

• A professional finish (good grammar, correct punctuation, neat appearance, correct citations)

One research study at NU showed that profs mainlywant to see:– Clear explanations of technical subjects– Compelling evidence for argumentsAll readers expect correct grammar and mechanics

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For funding, you need an A+ proposal, so consider what makes an A paper

“A” paper “B” paper “C” paperPurpose(thesis)

Has a clear purpose (strongthesis) that is⇒ consisten t fr om beginning

t o end⇒ very well suite d t o the

assignment

Ha s a clea r purpos e tha t is⇒ consisten t from

beginnin g t o end⇒ well suited to the

assignment⇒ ma y be alittle

“mechanical” orschoolish

⇒ Ha s athesis thatfocuse s on a centralidea, althoug h paperma y occasionally trailo ff into anotherdirection.

⇒ Although th e topic mayb e unoriginal, the paperfollows the assignmen .t

Content ⇒ Develo ps it s conten t withimpressive supportingdetail s o r evidence

⇒ Explores th e implicationso f ideas

⇒ Demonstrate s insight intot he complexitie s of theissue

⇒ Reasons logically &persuasively

⇒ Include s well chosenoutside source s tha t aresynthesized, no t justsummarized

⇒ Develo ps it s contentwit h supporting detailso r evidence

⇒ Explores theimplication s o f ideas

⇒ Us es logica l reasoning;is persuasive

⇒ Include s well chosenoutside source s tha t aresynthesized, no t justsummarized

⇒ Develo ps it s contentwit h supporting detailso r evidence

⇒ Ma y sometime s confusedevelopment withrepetition.

⇒ Ma y lack sufficientsource s or ma y fail tosynthesize sourcessufficiently

⇒ Reasonin g mayb e weakin spot s o r paper maynot b e sufficientlypersuasive

Excerpt from Good Writing Standards handout used by WP faculty

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For funding, you need an A+ proposal, so consider what makes an A paper

“A” paper “B” paper “C” paperPurpose(thesis)

Has a clear purpose (strongthesis) that is⇒ consisten t fr om beginning

t o end⇒ very well suite d t o the

assignment

Ha s a clea r purpos e tha t is⇒ consisten t from

beginnin g t o end⇒ well suited to the

assignment⇒ ma y be alittle

“mechanical” orschoolish

⇒ Ha s athesis thatfocuse s on a centralidea, althoug h paperma y occasionally trailo ff into anotherdirection.

⇒ Although th e topic mayb e unoriginal, the paperfollows the assignmen .t

Content ⇒ Develo ps it s conten t withimpressive supportingdetail s o r evidence

⇒ Explores th e implicationso f ideas

⇒ Demonstrate s insight intot he complexitie s of theissue

⇒ Reasons logically &persuasively

⇒ Include s well chosenoutside source s tha t aresynthesized, no t justsummarized

⇒ Develo ps it s contentwit h supporting detailso r evidence

⇒ Explores theimplication s o f ideas

⇒ Us es logica l reasoning;is persuasive

⇒ Include s well chosenoutside source s tha t aresynthesized, no t justsummarized

⇒ Develo ps it s contentwit h supporting detailso r evidence

⇒ Ma y sometime s confusedevelopment withrepetition.

⇒ Ma y lack sufficientsource s or ma y fail tosynthesize sourcessufficiently

⇒ Reasonin g mayb e weakin spot s o r paper maynot b e sufficientlypersuasive

Excerpt from Good Writing Standards handout used by WP faculty

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Rule #1: Get started!

Bad idea!

Writing is a process that requires planning, feedback, & iteration.

As you write, you get smarter!

Procrastination is common:

“I’ll do my research first and then later just ‘write it up’”

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Writing starts with rough ideas and evolves as you get material, get feedback, & revise

You’re hereplanning/

getting / draftingmaterial

writing &organizing

getting feedback

rewriting

revising for style & final editing

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Step 1: reviewing purpose and audience

• Purpose

• Audience– Who are ALL of your readers?– What are their backgrounds?– What does that imply for your writing?

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Step 2 = writing down notes

• Take a concept from your lab and define it so a general reader can understand what the lab does and why

• Start writing sections that are easy– Review the template– Look at an annotated proposal for your field– Write your preparation section

Look at the preparation section in the biology proposal (see handout)

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Step 3: What other writing decisions can you make now?

• Formatting: – Headings or not?

Good for 1st draft Later, replace with strong topic sentences?

– Font style and size Using the right style and size for your draft will help you judge length

• Citations: what style should you use?

• Writing style: anything you should be watching for?

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Common writing problems to avoid

• Common usage errors– Affects vs effects– Amount vs number– Because vs as– Data is. . . vs. Data are . . . – Compliment vs. complement

• Hyperbolic adverbs to avoid: incredibly, unbelievably

• Unnecessary qualifiers: truly, really, very

• Imprecise words for measurements: “about 10 grams”

Later – for editing –go to the Writing Place for help

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You can write a winning proposal!

• Very high success rate from students who take these workshops

• Think positively!– Every draft -- even notes -- will take you forward– A proposal is short– Don’t be afraid to ask for feedback from peers– Don’t feel stupid asking questions

• When reviewing others’ work, be “gentle”!– Okay to criticize – But be nice!

• Use the SRW facilitators for help and other campus resources– The Writing Place– Librarians– Faculty

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Today’s exercises -- to do with facilitators

1. Use the Research Process Checklist: check what have you already done

2. Group discussion: go over the Proposal Template• Begin reading (your lit. review)

• Start using the databases for research (facilitators demo) -- read about what your lab does

• Notice the lit review tip sheets on Blackboard

3. Start writing your preparation section• List research courses / experiences you’ve had -- or will have• Make notes: what did you learn from these experiences that

prepares you to do research?• Exchange with a partner

4. Using the style advice on slide #20, correct the errors in the practice sentences on the writing handout

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And if you become discouraged . . .

Just take a break!

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